Summary of Doctoral Dissertation on Educational Science: Developing the competence for division heads at Nghe An’s primary schools according to competency-based approach

Purpose of the study: On the basis of theoretical and practical research, the dissertation proposes solutions to develop the team of DH of PS according to competency-based approach, meeting the requirements of general education innovation.

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHUNG QUANG DUONG DEVELOPING THE COMPETENCE FOR DIVISION HEADS AT NGHE AN’S PRIMARY SCHOOLS ACCORDING TO COMPETENCY-BASED APPROACH Specialization: Educational Management Code: 9140114 SUMMARY OF PH.D THESIS Nghe An – 2020 INTRODUCTION Reason for choosing the topic At primary schools (PS), the team of division heads (DH) is the force that directly implements the requirements on the goals, contents and methods of innovating general education, as a bridge to help the principal manage professional activities and other school activities, and are responsible for the teaching quality of teachers and students' quality of the classes in charge DH have "dual" role, both a teacher and a manager However, theoretical issues about DH of PS, from positions, roles; functions and tasks of DH of PS to characteristics of pedagogical labor - management; capacity and quality requirements of DH of PS, etc have not been studied fully and systematically Currently, the activities of the professional group of PS are still more inclined to "administration and affairs" but slight in terms of "speciality – professionalism" Therefore, the difficulties that teachers face in teaching and in educating students have not been solved in professional groups The main cause of the aforementioned limitation is the lack of necessary capabilities of the team of DH, especially leadership and management capacity Nghe An is the province with a comprehensive and thriving educational movement of the whole country However, before the requirements of fundamental and comprehensive innovation in education and training in general, renovation of general education in particular, the province still has certain difficulties in developing human resources with high quality education, including the team of DH of PS From the above reasons, the topic: "Developing the competence for division heads at Nghe An’s primary schools according to competency-based approach" has been selected to be the doctoral dissertation, specializing in Education Management Purpose of the study On the basis of theoretical and practical research, the dissertation proposes solutions to develop the team of DH of PS according to competency-based approach, meeting the requirements of general education innovation Object and subject of the study 3.1 Object of the study The team of DH of PS in the context of general education innovation 3.2 Subject of the study Developing the team of DH at Nghe An PS according to competency-based approach Scientific hypothesis The team of DH at Nghe An’s PS still does not meet the requirements of general education innovation The cause of the above limitation is that the team of DH of PS has not been developed comprehensively and firmly If proposing and implementing solutions to develop DH at PS according to competency-based approach in all aspects (planning, using, training, fostering, evaluating, remunerating, etc.) and in accordance with their positions, roles and pedagogical labor management, the quality of this team can be improved Tasks and scope of the study 5.1 Tasks of the study 5.1.1 Studying the theoretical basis of developing the team of DH at PS according to competency-based approach 5.1.2 Surveying the current situation of developing the team of DH at Nghe An’s PS according to competency-based approach 5.1.3 Proposing solutions to develop the team of DH at Nghe An’s PS according to competency-based approach; Surveying the urgency, feasibility and testing the proposed solutions 5.2 Scope of the study - The dissertation focused on researching and proposing solutions to develop the team of DH in Nghe An’s PS according to competence approach with the main management subject being the Heads of Education and Training Department of the district / town / city and the principals of PS - Time for surveying the current situation and testing the proposed solutions in the school years 2018 - 2019 and 2019 - 2020 Methodology and research methods 6.1 Methodology The dissertation uses systematic - structural approach; competence approach; approach to human resource development and practical perspectives 6.2 Research Methods 6.2.1 Group of theoretical research methods This method group aims to collect theoretical information to build the theoretical basis of the topic 6.2.2 Group of practical research methods This method group aims to collect practical information to build the practical basis of the topic 6.2.3 Mathematical statistical methods Using statistical formulas to process the obtained data, comparing and giving the research results of the dissertation The defense points 7.1 Developing the team of DH of PS is to make this team sufficient in number, synchronized in structure and enhanced in quality In particular, the essence of quality is the competence of the team Therefore, in order to develop the team of DH of PS effectively, it is necessary to follow the competency-based approach, which is the approach that all steps from planning for the development to fostering and assessing the team of DH at PS must be based on the capacity / capacity framework of this team 7.2 The team of DH at Nghe An’s PS has basically performed their functions and tasks, but before the requirements of general education innovation, they still had certain limitations, mainly because this team has not been developed according to competency-based approach 7.3 In order to develop effectively the team of DH at Nghe An’s PS in the current period, major solutions are needed, on the one hand, based on the theory of developing the team of DH at PS according to competency-based approach; on the other hand, it is based on the reality of developing the team of DH at Nghe An’s PS These solutions must reflect the basic contents of human resource development according to competency-based approach; At the same time, taking into account the conditions affecting the development of the team of DH at Nghe An’s PS New contributions of the dissertation 8.1 The dissertation has supplemented and completed the theoretical issues on the team of DH at PS and the development of the team according to competency-based approach, through clarifying the position and role; pedagogical labor - management of the DH at PS, capacity framework of the DH at PS in the context of general education innovation; as well as developing this team in a new way compared to before: competence approach 8.2 On the basis of a comprehensive and complete survey about the current situation and the development of the team of DH at PS in different areas of Nghe An province, the dissertation has made objective and scientific assessments (strong points , limitations, causes) of this team, as a practical basis for proposing solutions of the topic 8.3 The six solutions proposed by the project are not only capable of applying to the development of the DH of PS according to competency-based approach in Nghe An province, but can also be applied to the development of the team of DH at PS according to competency-based approach in other areas with similar characteristics The structure of the dissertation In addition to the Introduction, Conclusion, Recommendations, References and Research Appendix, the dissertation consists of 03 chapters: Chapter 1: Theoretical basis of developing the competence for division heads at primary schools according to competency-based approach Chapter 2: Current situation of developing the competence for division heads at Nghe An’s primary schools according to competency-based approach Chapter 3: Solutions to develop the competence for division heads at Nghe An’s primary schools according to competency-based approach Chapter 1: THEORETICAL BASIS OF DEVELOPING THE COMPETENCE FOR DIVISION HEADS AT PRIMARY SCHOOLS ACCORDING TO COMPETENCY-BASED APPROACH 1.1 OVERVIEW OF THE ISSUE STUDY 1.1.1 Studies on the development of the school management team In this content, the studies of foreign authors such as Henry Mintzbeg, JaxaPob, M Losey, S Meinge and D Uliich, Joan M F, etc.; by domestic authors such as Trinh Hong Ha, Bui Minh Hien, Nguyen Loc, Dang Ba Lam, Dang Xuan Hai, Dang Thanh Hung, Tran Kiem, Nguyen Thi Tinh, Truong Thi Bich, Nguyen Van De, Nguyen Thuy Hong, etc mentioned issues: - The position and the role of school managers; - Requirements for school managers and the need to develop school management team; - Orienting the development of school management team; - Solution to develop the school management team 1.1.2 Researches on developing the team of division heads at primary schools according to competency-based approach Until now, the issue of developing the team of DH (or Head of academic department) has mainly been studied at university As for the development of the team of DH at PS , especially the development of this team at PS according to the competency-based approach is very little studied both in Vietnam and abroad Research results as well as unresolved issues of domestic and foreign scientists on research issues are an important foundation to build a theoretical basis for the implementation the topic of the dissertation `1.2 BASIC CONCEPTS 1.2.1 The division heads at primary schools The division head of a primary school is the head of an academic group, directly managing many activities of teachers and the whole grade DH are also responsible to the principal for the teaching quality of teachers in the group and students' learning result The DH at PS have position, roles, functions and duties as prescribefd by the Charter of the primary school 1.2.2 The team of division heads at primary schools The team of DH at PS is a gathering of people who manage professional groups of PS, directly take charge, organize and manage the teaching and education tasks of professional groups in the school, contributing to the implementation of the primary educational objective is "to form the initial basis for the development of ethics, intelligence, physicality, aesthetics and competence of students; prepare for students to continue studying at lower secondary schools ” 1.2.3 Developing the team of division heads Developing the team of DH is a part of developing human resources in general and human resources for education in particular The development of the team of DH is a management activity to ensure that this team is sufficient in number, synchronized in structure (age, gender, level) and quality improvement 1.2.4 Developing the team of division heads at primary schools according to competency-based approach Developing the team of DH at PS according to competency-based approach is a standardized method that integrates the knowledge, skills, and attitudes to form a system of occupational competence standards of the DH at PS In order to implement the method of managing and developing the team of DH in PS according to competency-based approach, it is prerequisite to have a set of occupational competence standards; followed by "standardizing" the content of management activities for the development of the team of DH at PS according to the process from planning, development planning, recruitment, assignment, use, evaluation, training and fostering of the team of DH , policies for rewarding, remuneration, motivating the team, etc based on occupational competence standards of the DH at PS 1.3 DIVISION HEADS AT PRIMARY SCHOOLS IN THE BACKGROUND OF GENERAL EDUCATION INNOVATION 1.3.1 The role of division heads at primary schools DH of PS have the following roles: As a manager at department level of PS; is a “bridge” between the principal and the teachers in the group; is the principal’s representative to comprehensively manage a professional group in PS 1.3.2 Functions and duties of division heads at primary schools DH in PS have the following functions and tasks: Building overall working plan of the professional group; managing activities of members; participating in evaluating and classifying teachers in the group, etc 1.3.3 Activities of the division heads at primary schools Activities of DH in PS include: planning the activities of the professional group; building a teaching - learning discipline of teachers and students in the professional group; organizing professional group activities; fostering and enhancing skills for teachers in the group; analyzing and evaluating the quality,and effectiveness of teaching and education of teachers; organizing and encouraging teachers in the group to write experience idea to disseminate and apply in the group 1.3.4 Innovating general education and the impact of general education innovation on division heads at primary schools Along with the fundamental and comprehensive innovation of the whole education and training system, the general education is also innovating in all aspects, from the goals, contents, methods, evaluation of educational quality to school management activities The innovation of general education has affected the role of DH in PS; labor of DH in PS; Quality and competency requirements of DH in PS, etc 1.3.5 Opportunities and challenges for division heads at primary schools in the context of general education innovation General education innovation has changed the perception of the position, the role of DH in PS; creating more motivation for DH of PS to renovate the activities of the professional group; the DH have conditions to enhance their professional qualifications and management skills General education innovation also puts DH before challenges, namely: Taking on many different roles; organizing and implementing the new primary school education program in accordance with the orientation of developing students' capacity in the class / grade in charge; organizing and implementing student assessment according to competence approach in the class / grade in charge, etc 1.3.6 Capacity framework of division heads at primary schools and training, fostering, evaluating the team of division heads at primary schools The capacity framework of DH at PS is a comprehensive description of the knowledge, skills, and attitudes that the DH of PS need to successfully complete their work Stemming from the above-mentioned understanding of the capacity framework and the requirements for qualities and competencies of teachers, managers in the context of general education innovation, the dissertation proposed the framework of DH in PS including components: 1) Quality of the teacher; 2) Competence of speciality – professionalism; 3) Capacity of managing the professional group; 4) Capacity to build the educational environment; 5) Capacity to develop relationships between school, family and society; 6) Additional capacities of DH The process of training, fostering and assessing the team of DH of PS must be based on the competence framework of DH of PS 1.4 ISSUES OF DEVELOPING THE COMPETENCE FOR DIVISION HEADS AT PRIMARY SCHOOLS ACCORDING TO COMPETENCY-BASED APPROACH 1.4.1 The need to develop the team of division heads at primary schools according to competency-based approach The necessity to develop the team of DH at PS according to competency-base approach comes from the following main reasons: Meeting the requirements of primary education innovation; activities of DH at PS are still limited; the shortage of scientific knowledge and management skills of many DH at PS 1.4.2 Orientation for development of the team of DH at PS according to competency-based approach The development of the team of DH at PS should be based on the following orientations: Developing the team of DH at PS on the basis of developing the management team of primary level and of the whole general education system; developing the team of DH must be based on the actual needs of each school; developing the team of DH at PS must be comprehensive; developing the team of DH at PS must create a close coherence between the planning, the selection, use, training, fostering and creating a favorable environment for the development of the team of DH in PS, etc 1.4.3 The content of developing the team of division heads at primary schools according to competency-based approach The content of developing the team of DH in PS according to competency-based approach includes the following aspects: Building a plan to develop the team of DH in PS according to competency-based approach; selecting and using the team of DH in PS according to competency-based approach; training and fostering the team of DH in PS according to competency-based approach; assessing the team of DH in PS according to competency-based approach; setting up a favorable environment for the team of DH at PS to promote their capabilities, etc 1.4.4 The subject of the development of the division head team at primary schools according to competency-based approach Participating in developing the team of DH at PS according to competency-based approach includes the following main subjects: Head of Education and Training Department; Principal of the primary school 1.4.5 Factors affect the development of the team of division heads at primary schools according to competency-based approach Influence on the development of the team of DH at PS according to competency-based approach has many factors, including objective and subjective factors Having a thorough grasp of the factors and their effects on developing the team of DH at PS is also one of the bases for proposing solutions to develop this team CONCLUSION OF CHAPTER In chapter 1, the dissertation clarified the theoretical issues about the team of DH as an important resource of PS and the development of the team of DH at PS according to competency-based approach The research results of chapter are the important theoretical basis to survey the current situation and propose solutions to develop the team of DH in PS according to competency-based approach in chapter and chapter Chapter 2: CURRENT SITUATION OF DEVELOPING THE COMPETENCE FOR DIVISION HEADS AT NGHE AN’S PRIMARY SCHOOLS ACCORDING TO COMPETENCYBASED APPROACH 2.1 OVERVIEW OF NATURAL CONDITIONS, SITUATION AND EDUCATION IN NGHE AN PROVINCE SOCIO-ECONOMIC 2.1.1 Natural conditions, population, historical traditions Nghe An is in the North Central region, the largest province in Vietnam (16,493.7 km²) Nghe An's population is the fourth largest in the country (3,327,791 people), mainly distributed in rural areas (85.3%) Nghe An is a land of "spiritual land and preeminent people”, rich in patriotic and revolutionary traditions Nghe An is the hometown of President Ho Chi Minh, the great leader, the hero of national liberation of Vietnam, the outstanding cultural celebrity Nghe An's cultural identity is very rich and unique 2.1.2 Socio-economic situation In recent years, the socio-economic situation of Nghe An has developed strongly and firmly The province's gross domestic product (GDP) is higher than the previous year The economic structure of the province also has an increasingly reasonable shift In recent years, many fields in cultural construction and development of Nghe An have really prospered 2.1.3 The situation of education and training in Nghe An province In recent years, Nghe An Education and Training has had a radical and comprehensive innovation in all aspects according to Resolution No 29-NQ / TW of the Party Central Committee (Session XI) In the coming time, Nghe An continues to perform tasks and solutions to develop education and training The natural conditions, socio-economic situation and education of Nghe An province at different levels all have an impact on the development of the team of DH in PS according to competency-based approach 2.2 ORGANIZING TO SURVEY CURRENT SITUATION 2.2.1 The target of the current situation survey In order to clarify the reality of the team of DH and develop the team of DH at PS in Nghe An province according to competency-based approach to establish the practical basis of the topic old (%) old (%) old (%) college (%) Vinh City (57) 100.0 (57) 0.00 (0) 0.00 (0) 92.9 (53) 7.1 (4) 0.00 (0) 94.7 (54) 5.3 (3) Thai Hoa Town (24) 95.8 (23) 4.2 (1) 25.0 (6) 75.0 (18) 0.00 (0) 0.00 (0) 95.8 (23) 4.2 (1) Dien Chau (88) 95.5 (84) 4.5 (4) 0.00 (0) 98.8 (87) 1.2 (1) 2.4 (2) 94.3 (83) 3.3 (3) Hung Nguyen (44) 100.0 (44) 0.00 (0) 0.00 (0) 95.5 (42) 4.5 (2) 31.8 (14) 65.9 (29) 2.3 (1) Yen Thanh (82) 84.2 (69) 15.8 (13) 0.00 (0) 98.8 (81) 1.2 (1) 0.00 (0) 96.3 (79) 3.7 (3) Do Luong (70) 94.3 (66) 5.7 (4) 0.00 (0) 100.0 (70) 0.00 (0) 0.00 (0) 97.2 (68) 2.8 (2) Tan Ky (48) 83.3 (40) 16.7 (8) 0.00 (0) 97.9 (47) 2.1 (1) 0.00 (0) 97.9 (47) 2.1 (1) Tuong Duong (38) 78.9 (30) 21.1 (8) 0.00 (0) 94.7 (36) 5.3 (2) 0.00 (0) 97.3 (37) 2.7 (1) 91.6 (413) 8.4 (38) 1.3 (6) 96.2 (434) 2.5 (11) 3.5 (16) 93.2 (420) 3.3 (15) _ X From the data of table 2.4, the dissertation has drawn comments on quantity; gender; age and training degree of the team of DH at PS in the surveyed area 2.3.2 The current situation of teacher quality of division heads at primary schools Table 2.5 Result of evaluating teacher quality of DH in PS Order Content Managers (n=503) _ X Level Implementing well the regulations about the teacher's morals 3.61 Directing to implement strictly the regulations about the teacher's morals in professional 3.42 11 Primary teachers (n = 568) Division heads (n= 451) _ X Level 3.64 3.56 _ X Level 3.51 4 3.49 groups There are innovative ideas in leadership and management to develop quality and capacity for students of the class/ grade in charge 3.37 3.50 3.35 Meeting the training standards and completing professional training and fostering courses according to regulations 3.58 3.63 3.50 Timely updating the innovation requirements of the industry about speciality and professionalism 3.38 3.54 3.38 From the data of table 2.5, the dissertation has drawn comments on the teacher quality of the team of DH at PS in the surveyed area 2.3.3 Current situation on the competence of division heads at primary schools Table 2.11 Results of the general assessment about capacity of the DH in PS Order Managers (n=503) Content _ X Level DH (n= 451) _ X Level Primary teacher (n = 568) _ X Level Professional and specialistic competencies of DH at PS 3.36 3.45 3.43 Capacity to manage the professional group of the DH at PS 3.40 3.54 3.53 Capacity to build educational environment of the DH at PS 3.35 3.37 3.36 Capacity to develop the relationship among the school, family and society of the DH at PS 3.36 3.51 3.45 Capacity to use foreign language and information technology of the DH at PS 2.87 2.90 2.89 3.26 3.35 3.33 _ X 12 From the results of table 2.11, the following remarks can be drawn: The capacity of DH in the surveyed area is not high The number of capabilities assessed at fair level is low Therefore, to develop effectively the team of DH, it is necessary to strengthen fostering synchronously the capacity for them, in which special attention is paid to the underestimated competences in the survey 2.4 CURRENT SITUATION OF DEVELOPING THE TEAM OF DIVISION HEADS AT NGHE AN’S PRIMARY SCHOOLS In this content, the dissertation has clarified: The current situation of awareness about the need to develop the team of DH at PS according to competency-based approach; the current situation of building project and plan for development of the team of DH at PS according to competency-based approach; the current situation of selecting and using the team of DH at PS according to competency-based approach; the current situation of training and fostering the team of DH at PS according to competency-based approach; the current situation of assessing the team of DH at PS according to competency-based approach; the current situation of setting up a favorable environment for the team of DH at PS to promote their roles well; the current situation about the influence of factors on the development of the team of DH at PS 2.5 GENERAL ASSESSMENT ON THE CURRENT SITUATION From the results of the current situation survey, the dissertation assesses the strengths and limitations of the team of DH and the development of this team at PS in the surveyed area; thereby clarifying the causes of the current situation CONCLUSION OF CHAPTER In chapter 2, the dissertation has clarified the current situation of the division head team and the reality of the development of this team at PS in the surveyed area of Nghe An province Since then there is a general assessment of the strengths, limitations and causes of the reality The research results of chapter are an important practical basis for proposing solutions to develop the team of DH at PS according to competency-based approach in chapter 13 Chapter 3: SOLUTIONS TO DEVELOP THE TEAM OF DIVISION HEADS AT NGHE AN’S PRIMARY SCHOOLS ACCORDING TO COMPETENCY-BASED APPROACH 3.1 PRINCIPLES OF PROPOSING THE SOLUTIONS Proposing the solutions to develop the team of DH according to competency-based approach need basing on the following principles: Ensuring the target; ensuring practicality; ensuring system; ensuring efficiency; ensuring feasibility 3.2 SOME SOLUTIONS TO DEVELOP THE COMPETENCE FOR DIVISION HEADS AT NGHE AN’S PRIMARY SCHOOLS ACCORDING TO COMPETENCYBASED APPROACH The dissertation has proposed 06 solutions to develop the team of DH at Nghe An’s primary schools according to competency-based approach: 1) Raising the awareness of managers and teachers about the need to develop the team of DH at PS according to competency-based approach; 2) Planning the team of DH at PS is based on local educational development needs and the abilities of each teacher; 3) Building the core team of DH at PS that can pervade and support colleagues in professional development; 4) Organizing to foster the team of DH according to capacity framework, meeting the requirements of general education innovation; 5) Assessing the DH according to capacity framework and make regular adjustments and improvements; 6) Creating the favorable environment and conditions for the team of DH to promote and develop their capacity in the professional work of their group; In each solution, the dissertation presents: The goal of the solution, the content of the solution, how to implement the solution and conditions for implementing the solution 3.3 RELATIONSHIP AMONG THE PROPOSED SOLUTIONS The solutions have a close relationship with each other, affecting each other, forming a system of synchronous impact on the development of the team of DH at PS according to competency-based approach However, each solution has different functions and tasks 14 3.4 SURVEYING THE URGENCY AND FEASIBILITY OF THE PROPOSED SOLUTIONS 3.4.1 Survey purpose The purpose of the survey is to collect information to assess the urgency and feasibility of the proposed solutions to develop the team of DH at PS according to competency-based approach On that basis, adjusting the inappropriate solutions and confirming the reliability of the solutions that are highly appreciated by many people 3.4.2 Survey content and methods 3.4.2.1 Survey content The content of the survey focused on two main issues: Firstly, are the proposed solutions really urgent for the development of the team of DH according to competency-based approach? Secondly, under the current conditions, are the proposed solutions feasible for the development of the team of DH at PS according to competency-based approach at the present time? 3.4.2.2 Survey method and evaluation scale Exchanging by the questionnaire, with levels of evaluation + Not urgent; Less urgent; Relatively urgent; Quite urgent and Very urgent + Not feasible; Less feasible; Relatively feasible; Quite feasible and Very feasible 3.4.3 Respondents To find out about the urgency and feasibility of the proposed solutions, we surveyed the following subjects: Head, Deputy Head of Education and Training Department of the district / city / town; principals and vice principals of primary schools; division heads of primary schools; Teachers of some primary schools in district / city / town (Vinh City, Thai Hoa Town, Dien Chau District of Nghe An Province) A total of 596 peoDHe 3.4.4 Survey results about the urgency and feasibility of the proposed solutions 3.4.4.1 Survey results about the urgency of the proposed solutions 15 Table 3.2 Assessing the urgency of the proposed solutions (n = 596) Level of urgency of solutions (%) Or der Solutions Very urgent Urgent Less urgent Raising the awareness of managers and teachers about the need to develop the team of DH at PS according to competency-based approach 38.7 (231) 46.4 (276) 14.9 (89) 0.0 (0) 0.0 (0) Planning the team of DH at PS is based on local educational development needs and the abilities of each teacher 37.0 (220) 46.1 (275) 16.9 (101) 0.0 (0) 0.0 (0) Building the core team of DH at PS that can pervade and support colleagues in professional development 42.6 (254) 49.4 (294) 8.0 (48) 0.0 (0) 0.0 (0) 44.9 (268) 48.6 (290) 6.5 (38) 0.0 (0) 0.0 (0) Assessing the DH according to capacity framework and make regular adjustments and improvements 41.6 (248) 49.3 (294) 9.1 (54) 0.0 (0) 0.0 (0) Creating the favorable environment and conditions for the team of DH to promote and develop their capacity in the professional work of their group 43.3 (258) 48.8 (291) 7.9 (47) 0.0 (0) 0.0 (0) 41.2 48.2 10.6 0.0 0.0 Organizing to foster the team of DH according to capacity framework, meeting the requirements of general Not No urgent answer education innovation _ X 16 3.4.4.2 Survey results about the feasibility of the proposed solutions Table 3.3 Assessing the feasibility of the proposed solutions (n = 596) Level of feasibility of the solutions(%) Ord er Solutions Very feasible Feasible Less feasible Not feasible No answer Raising the awareness of managers and teachers about the need to develop the team of DH at PS according to competencybased approach 29.9 (178) 48.2 (287) 21.9 (131) 0.0 (0) 0.0 (0) Planning the team of DH at PS is based on local educational development needs and the abilities of each teacher 27.9 (166) 49.2 (293) 22.9 (137) 0.0 (0) 0.0 (0) Building the core team of DH at PS that can pervade and support colleagues in professional development 34.6 (206) 46.5 (277) 18.9 (113) 0.0 (0) 0.0 (0) 41.6 (248) 41.5 (247) 16.9 (101) 0.0 (0) 0.0 (0) Assessing the DH according to capacity framework and make regular adjustments and improvements 31.9 (190) 48.1 (287) 20.0 (119) 0.0 (0) 0.0 (0) Creating the favorable environment and conditions for the team of DH to promote and develop their capacity in the professional work of their group 37.0 (220) 46.1 (275) 16.9 (101) 0.0 (0) 0.0 (0) 33.8 46.7 19.5 0.0 0.0 Organizing to foster the team of DH according to capacity framework, meeting the requirements of general education innovation _ X Survey results from table 3.2 and table 3.3 show that the proposed solutions have the high urgency and feasibility 17 3.5 THE EXPERIMENT 3.5.1 Organizing the experiment 3.5.1.1 Purpose of the experiment To determine the effectiveness, feasibility and necessary conditions to implement the proposed solutions 3.5.1.2 Experimental hypothesis It is possible to enhance the capacity to the professional work of the group at PS, contributing to the effective development of this team if applying the solution: Organizing to foster the team of DH according to competence framework, meeting the requirements of general education innovation , proposed by the dissertation 3.5.1.3 Content and method of the experiment i) Content of the experiment Because of the time conditions, we only choose the solution of Organizing to foster the team of DH according to competence framework, meeting the requirements of general education innovation to test ii) Method of the experiment The experiment was carried out twice (the first time and the second time), in a parallel form, which corresponds to the experimental groups with the control groups The experimental group is the group that performs the training according to capacity framework with the content and process proposed by us, while the control group does not carry out the training with the content and process proposed by the dissertation 3.5.1.4 Standards and experiment scales The results of the experiment are evaluated based on two criteria: knowledge and skills in doing the professional group work of the division heads 3.5.1.5 The area, time and object sample of the test i) Test area Primary schools in the area of Vinh city, Thai Hoa town, Dien Chau district, Tan Ky district ii) Test time - The 2nd semester of the school year 2018-2019: Surveying input and deploying the first test - The 1st semester of the school year 2019-2020: Deploying the second test 18 iii) Samples of the test object Table 3.5 Summarizing the number of test objects Groups Area  Number of objects Vinh city 57 Experiment 105 Tan Ky district 48 Dien Chau district 88 Control 112 Thai Hoa town 24 The samples of test objects are 217 DH of PS in Vinh City, Thai Hoa Town, Dien Chau District and Tan Ky District 3.5.1.6 Handling the test results We use the following parameters to process the obtained data : Average, variance, standard deviation, coefficient of variation,etc 3.5.2 Analyzing the test results 3.5.2.1 Analyzing the input results We surveyed the input level of knowledge and skills of DH Based on the analysis of survey results, we draw the comment: The initial level about knowledge and skills of DH at PS is still low To enhance the efficiency of developing the team of DH at PS according to competency-based approach, they need to be fully fostered in terms of knowledge and skills 3.5.2.2 Analyzing the results of the tests i) Test results on the competence of division heads at PS Table 3.11 The frequence distribution f i and accumulation frequence f i  of knowledge of the experimental group in the first time and the second time The 1st experiment Xi The 2nd experiment Fi fi fi  Fi fi fi  - - - - 16 14.40 100 1.69 100 19 17.79 85.60 10 10.16 98.31 19 22 20.33 67.81 21 22.03 88.15 27 23.72 47.48 36 30.50 66.12 21 18.64 23.76 34 28.81 35.62 10 5.12 5.12 6.81 6.81  105 100 105 100 Chart 3.3 Frequency distribution chart f i 20 Chart 3.4 Cumulative frequency chart f i  Through the charts 3.3 and 3.4, it can be seen that the lines which show the frequency and frequency of accumulation in the second experiment is higher and moves to the right compared to the first experiment This proves that the results of the second experiment is higher than the first ii) Test results on skills of DH in PS Table 3.14 Compare results on the occupational skill level of DH at the first and second experiment Skills (%) Groups _ Level 10 41.9 38.1 40.9 30.5 38.1 40.9 33.3 39.1 39,1 37.8 (44) (40) (43) (32) (40) (43) (35) (41) (41) (42) 49.5 50.4 52.3 51.4 53.3 53.3 50.4 50.5 (54) (56) (56) (53) (56) 7.7 13.4 8.6 10.5 11.7 Pretty X 37.5 Test 52, (105) Average 51.4 (52) (53) (54) (55) 50.8 (55) Weak 8.6 11.5 7.7 17.1 9.6 21 11.7 (9) (12) (8) (18) (10) (8) (14) (8) (11) (13) 56.2 50.4 54.2 51.4 53.3 50.4 49.6 53.3 50.4 52.3 (59) (53) (57) (54) (56) (53) (52) (56) (53) (55) Average 43.8 49.6 45.8 48.6 46.7 49.6 50.4 46.2 49.6 47.7 (46) (52) (48) (51) (49) (52) (53) (49) (52) (50) Weak 0.0 0,0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Pretty 52.2 Test (105) 47.8 0.0 To have an intuitive view at the results of occupational skills level of DH at PS in the first and second experiments, we use the following charts: Chart 3.5 Comparing results of skill level of DH at PS in the first and second experiments 22 3.4.2.3 Evaluating the test results After the experiment, through practical study at some primary schools in Vinh city and Tan Ky district, we can make the following general assessments: The fostering of the team of DH at PS according to competence framework , meeting the requirements of general education innovation has contributed to improving the quality of this team; The DH at PS after being fostered, has a proper understanding of their position and roles in PS; Functions and duties of the DH at PS; Quality and capacity requirements of the DH at PS; The fostering of the team of DH at PS has a great influence on the quality of the academic group work in particular, to the development of the team of DH at PS according to competency-based approach in general CONCLUSION OF CHAPTER On the basis of theoretical and practical research, the dissertation has proposed 06 solutions to develop the team of DH at PS according to competency-based approach The proposed solutions are highly urgent and feasible as well as closely related The test results of the solution "Organizing to foster of the team of DH according to competence framework, meeting the requirements of general education innovation " have further confirmed the effectiveness of the proposed solutions 23 CONCLUSION AND RECOMMENDATIONS Conclusion The dissertation has contributed to supplementing and developing theoretical issues about the DH at PS and the development of the team of DH at PS The dissertation has clarified the strong points (teacher quality, training degree) of the team of DH at PS in the surveyed area; At the same time, pointing out the structural shortcomings (age, gender), limitations in leadership and management; in timely updating of the industry's innovation requirements in terms of speciality, professionalism and especially on the capacity of the team of DH at PS The proposed solutions have solid theoretical and practical basis, ensuring both urgency and high feasibility Therefore, these measures can be immediately applied in practice to develop the team of DH at PS according to competency-based approach, not only in Nghe An province but also in other areas with similar conditions Recommendations 2.1 For the Ministry of Education and Training - Developing the program to foster the DH at PS according to competency-based approach - Compiling a set of criteria to assess the work of professional group at PS and to evaluate the DH at PS 2.2 For the Service of Education and Training - Directing the implementation of program to foster the DH at PS according to competency-based approach in the province / city - Directing the assessment of the work of professional group at PS and evaluation of the DH at PS in the province / city 2.3 For the Department of Education and Training - Organizing to implement the program to foster the DH at PS according to competencybased approach in the district - Organizing to assess the work of professional group at PS and to evaluate the DH at PS in the district 2.4 For primary schools - The principal of the primary school must be positive and active in developing the team of DH on all contents; from planning, fostering to evaluation, creating conditions for this team to develop steadily - The principal of the primary school researches and applies the solutions proposed by the dissertation to develop the team of DH at his/ her educational institution 24 LIST OF RESEARCH WORKS OF THE AUTHOR RELATED TO THE DISSERTATION Phung Quang Duong (2019), Division heads at primary schools in the context of educational innovation, Journal of Educational Science, No 18, June 2019, pages 95-99 Phung Quang Duong (2019), Building and using the capacity framework for division heads at primary schools, Journal of Science, Vinh University, Volume 48, No 3/2019, pages 2329 Phung Quang Duong (2019), Solutions for developing the team of division heads at primary schools according to competency-based approach, Journal of Educational Science, No 24, December 2019, pages 78-82 Phung Quang Duong, Phan Quoc Lam (2019), Roles of division heads at primary schools, Научно-методический и теоретический журнал, № 1, 2019, pp 100-103 Phan Quoc Lam and Phung Quang Duong (2019), Training management capacity for division heads at Vietnamese primary schools to meet requirements of education program in 2018, International Journal of Advanced Research, Vol 7, Issue 11, pp 562-566, November 2019 Phung Quang Duong and Phan Quoc Lam (2020), Building the capacity framework for the division heads at primary schools, International Journal of Advanced Research, Vol 8, Issue 5, pp 653-659, May 2020 25 ... educational institution 24 LIST OF RESEARCH WORKS OF THE AUTHOR RELATED TO THE DISSERTATION Phung Quang Duong (2019), Division heads at primary schools in the context of educational innovation,... build a theoretical basis for the implementation the topic of the dissertation `1.2 BASIC CONCEPTS 1.2.1 The division heads at primary schools The division head of a primary school is the head of. .. based on occupational competence standards of the DH at PS 1.3 DIVISION HEADS AT PRIMARY SCHOOLS IN THE BACKGROUND OF GENERAL EDUCATION INNOVATION 1.3.1 The role of division heads at primary schools